Mary Rose O.

Bantog 27 May 2020

MA – CDDS Tarlac Group
Final Activity #1

1. As an educator, which is more essential and practical for the students today:
a holistic learning that targets many multiple intelligence, or an intensive learning that targets
one type of intelligence only that focuses on the strength and interest of the learner? Justify your
answer.

2. In connection with your answer in #1, create an activity or activities with a topic of your
choice that target/s multiple intelligence/s.

In my opinion, the more essential and practical for the students today is a holistic learning
that targets many multiple intelligences. Holistic education guides students to find a purpose in
their lives by helping them make connections to their surroundings and similarly, the theory of
multiple intelligences accomplishes the same by acknowledging each students’ way of learning.
Therefore, teachers should embrace and support all types of learners in their unique ways of
learning. By doing that, would result to a child who develops better communication and social
skills, and better confidence of the learners. They feel good about learning and challenging
themselves with certain subjects because these things offer positive associations.
Intrinsic motivation, in turn, propels them to be curious, inquisitive, and eventually be
innovative adults in the workplace which a learner must possess today for them to be competent
on the 21st century. A training that creates opportunities to experience different aspects of
learning and ways of being can make learning more relevant to “real life” situations. Linking
previous and new knowledge in an interconnected network allows participants to flexibly and
actively apply their new skills to a variety of situations. Thus, it is more practical to develop
holistic learning that targets many multiple intelligence because turning ideas into wise decisions
and actions is needed for the 21st century. Also, for them to be work prepared.

 Ask students to reinvent or improve upon the designs of everyday objects.

 Play drawing games such as Pictionary or Win, Lose or Draw. Have students make
rapid drawings to capture key points being discussed in a class lesson.
 Given certain basic guiding principles, ask students to describe an animal, ecosystem,
or other natural entity. To stimulate creativity, the entity need not exist at present, but
should be theoretically imaginable.